1. The Framework for Qualifications of the European Higher Education Area
Mogens Berg
Chairman of the Bologna Working Group Strasbourg, 28 November 2006

2. Qualifications Framework: Bergen
We adopt the overarching framework for qualifications in the EHEA, comprising of three cycles (…), generic descriptors for each cycle based on learning outcomes and competences, and credit ranges in the first and second cycle.
We commit ourselves to elaborate national frameworks for qualifications compatible … by 2010, and to having started work on this by 2007

3. NQF and Bologna Framework
Self certification
National Qualifications Framework
Accreditation or similar
National qualifications

4. Basic Qualifications are national according to national legislation
Qualifications are articulated/located in national qualifications frameworks
The 45 national frameworks are linked together through an alignment to an overarching framework of the EHEA

5. Why overarching framework ?
International transparency
International recognition of qualifications
International mobility of learners and graduates

6. How overarching frameworks
Cycles
Descriptors of qualifications and learning outcomes
Credit ranges in ECTS

7. Cycles Three principle cycles: First cycle (bachelor, licencié etc.)
Second cycle (master etc.)
Third cycle ( Ph.D. etc.)

8. Descriptors of qualifications and learning outcomes
Dublin descriptors (generic)
Knowledge and understanding
applying knowledge and understanding
making judgements
communication skills
learning skills
Not subject specific

9. Credit ranges in ECTS First cycle: 180-240 ECTS
Second cycle: ECTS
Third cycle : not specified

10. National Qualifications Frameworks
all qualifications
systematic description
coherent relationship
internationally understood

11. Why National Qualifications Frameworks
Make explicit the purpose and aim of qualifications
Delineate point of integration and overlap
Provide a context for review and development of existing qualifications
Provide a context for the design of new qualifications

12. Problem areas of NQF for HE
Deciding for an NQF
Designing the NQF
Administration of an NQF
Self-certification of compatibility

13. Steps in establishing NQF

14. A. Organising the process
Initial decision
Purposes
Identifying stakeholders
Setting up a committee/working group

15. B. Design of Framework Cycles and levels Profiles Award types
Learning outcome/Output descriptors
Dublin descriptors
Credits and Workload

16. C. Consultation and approval
Broad consultation to reach all that are later involved
Formal approval

17. D. Administrative set up
Which bodies are involved
Distribution of functions
Inclusion of qualifications into the framework
Implementation at institutional level

18. E. Self-certification
Verifying the compatibility of national frameworks of qualifications with the framework of qualifications of the EHEA
Criteria
Procedures

19. Alignment of NQF to the EHEA-framework
No external control but trust building
Minimum criteria for the verification that a NQF are compatible with the EHEA framework
Procedures for self-certification of compatibility
Role of Quality Assurance

20. Lifelong learning perspective
Focus on the individual learner
Challenge the traditional boundaries between different education sectors
Similar developments in Bologna and Copenhagen Processes
Lisbon strategy
European Commission proposal for a EQF for LLL

21. NQF and transparency instruments
Purposes:
Improve the national and international recognition of qualifications
Advance transparency
Improve the mobility of qualified citizens

22. Diploma Supplement
DS will be able to locate qualifications against precise national and European frameworks
The national framework shall be referenced in all DS
The completion of the self-certification process shall be noted on DS issued subsequently

23. Advices
The development and review process for producing good NQFs are most effective when they involve all relevant stakeholders
A NQF should identify a clear nationally agreed set of purposes
NQF should explicitly link to academic standards and to quality assurance systems (institutional/national)